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Integrating feedback from distinct perspectives for an evaluation of a statewide childcare provider training on nutrition and physical activity in Delaware
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| Presenter(s):
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| Gregory Benjamin, Nemours Health & Prevention Services, gbenjami@nemours.org
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| Laura Lessard, Nemours Health & Prevention Services, llesard@nemours.org
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| Stefanie VanStan, Nemours Health & Prevention Services, svanstan@nemours.org
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| Abstract:
Nemours Health and Prevention Services, with support from a USDA Team Nutrition grant, developed an innovative training for Delaware childcare providers on the changing obesity-related regulations for childcare settings. A multi-component, mixed-methods evaluation was used to first create and subsequently improve the training. Input from stakeholders was solicited in multiple ways and resulting changes were made to the training and companion resources along the way. Evaluation methods included a) focus groups with providers to assess needs and gain feedback on training materials and design; b) surveys that assessed satisfaction with the training, provider knowledge on regulations and whether practice changes occurred; and c) additional focus groups with parents to understand their needs related to nutrition and physical activity. This presentation will address the ways in which this project integrated feedback from different perspectives in real time, maximizing the potential for the training to have an impact on Delaware children.
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Learning From Evaluations of Complex Programs: The Case of an Early Childhood Development Program in Brazil
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| Presenter(s):
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| Eduardo Marino, Funda Maria Cecilia Souto Vidigal, eduardo.marino@yahoo.com.br
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| Thomaz Chianca, COMEA Evaluation Ltd, thomaz.chianca@gmail.com
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| Abstract:
Evaluating programs to promote changes of complex realities requires the use of diverse and flexible approaches. Among other things, such approaches need to be sensitive to differences in contexts and capacities of implementing teams. The Early Childhood Program of the Fundação Maria Cecilia Souto Vidigal is implemented in six municipalities in São Paulo, Brazil. It aims at developing capacities of health, education and social services professionals to work more effectively with pregnant women and their families so that they are able to help their kids have adequate physical, cognitive and emotional development. This paper describes the challenges to implement a mix method approach to evaluate and monitor this initiative. Special focus will be given to: (i) definition of values, criteria and indicators; (ii) establishment of a monitoring system to improve implementation and capture innovation; and (iii) application of the Early Development Index to access children's development in five domains.
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Chronic Health Conditions and School Performance
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| Presenter(s):
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| Casey Crump, Stanford University, kccrump@stanford.edu
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| Diana Austria, Stanford University, daustria@stanford.edu
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| Rebecca London , Stanford University, rlondon@stanford.edu
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| Melinda Landau, San Jose Unified School District,
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| Bill Erlendson, San Jose Unified School District, bill_erlendson@sjusd.org
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| Eunice Rodriguez, Stanford University, er23@stanford.edu
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| Abstract:
Chronic health conditions are common and increasing in U.S. children, but their effect on school performance remains unclear. We conducted the largest study to date to examine the association between chronic health conditions and school performance, and to assess whether absenteeism mediates this association. Using a longitudinal cohort design, we followed 22,730 students (grades 2-11) enrolled in the San Jose Unified School District for at least two years during 2007-10, to examine whether parent-reported chronic health conditions are associated with school absenteeism and low performance on standardized English language arts and math examinations. Chronic health conditions were independently associated with absenteeism, and with low performance in English language arts and math after adjusting for absenteeism, across different ethnicities, socioeconomic status, and grade levels. These findings underscore a reciprocal relationship between education and health that begins in early life, and the need for effective interventions to address the resulting disparities.
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